ESD

ACCUAsia-Pacific Cultural Centre for

UNESCO

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2013 ESD COE Experts MeetingQuezon City and Pasig City, 25-28 November 2013

2013 ESD COE Experts Meeting

Meeting Orientation

SHIBAO Tomoko, ACCU & Robbie Guevara, RMIT

Meeting Outlines

Organisers

Organized by UNESCO and ACCUCo-organised by ASBPAE and SEAMEO INNOTECH

Framework

As a part of “Linking Field Initiatives to Global P artnership” under the partnershpi with UNESCO implemented by ACCU support ed by Japanese Funds-in-Trust.

Participants

Representative of COE ASPBAEDAMTVE-APTEI

Resource person – Dr. Jose Roberto “Robbie” Guevara Organiser s and co-organisers: UNESCO, ACCU,

ASPBAE, S EAMEO-INNOTECH

Meeting Outlines

Overall objectives

To accelerate catalytic role of COE and identify fu rther roles and strategies to promote ESD in the Asia-Pacific Regio n beyond and terminal year of the Programme and UN Decade of ESD and to discuss how COEs can make commitment to Global Acti on Programme (GAP)

Immediate objectives

(1) To share outcomes and lesson learnt from the p rogramme activities in 4 years and 5th year expectations.

(2) To monitor activity of ASPBAE and learn from a case of Pasig City to share good practice of ESD

(3) To develop a follow-up plan and the commitment to GAP to perform roles of COEs after the end of the programme and co ntribute to the post -2014 agenda.

Program History

(and development of HOPE)

2005UN Decade for ESD starts2006 Asia-Pacific Seminar for Promotion of ESD

(Launch of Innovation and COE programme)

COE Teambuilding Workshop (Thailand, December 2006)

２００7 “Tales of Hope” by ACCU

2008 Discussion for ESD Monitoring &Evaluation methodologyHOPE mission to Innovation Programme sites in 7 countries HOPE

2009 UNESCO World Conference on ESD mid-year of UN DESD(Bonn, Germany, March-April 2009)

“Tales of Hope II” by ACCUAsia-Pacific Forum for ESD Educators & Facilitators (Tokyo, Aug 2009)

Tokyo Declaration of HOPE 2009

2011 Asia-Pacific Forum on Educational Cooperation: Synergies EFA- ESD-ASPnet(Tokyo, February 2011)

Program History Program History Program History Program History

(and the development of HOPE)(and the development of HOPE)(and the development of HOPE)(and the development of HOPE)

2011 Second HOPE Evaluation mission to 3 countries

2012 2012 ESD COE Experts Meeting (Dhaka and Sundarban, Bangladesh, May 2012)

2012 Experts Workshop for Promoting EFA-ESD Synergyin Asia –Pacific (Chiang Rai, Thailand, December 2012)

“Tales of Hope III – EFA-ESD Synergy” by ACCU

2013 NFE-FE Partnrship workshop for ESD (Okayama, ctober, Okayama, Japan)

UNESCO World Conference on ESD (November, Aichi-Nagoya, Japan)

2013 2013 EDS COE Expters Meeting(Quezon City and Pasig City, Philippines, November 2013)

2014 UNESCO World Conference on ESD

Tales of HOPE

http://www.accu.or.jp/esd/

or

search “accu esd”

EV

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CONTEXTCONTEXT

HOLISTIC

• Recognizes and embeds the social, economic, environmental, and cultural aspects of the issue

• Utilizes and develops 3H (head, heart & hands) to acknowledge the wholeness of a person.

• Demonstrated in learning knowledge, skills, values and behavior.

• Facilitates intergenerational learning• Uses multiple methods for teaching & learning

Holistic elements

A poverty alleviation project to reform the farming process through developing the thinking skills as part of literacy education of women.

EconomicEconomicEnvironmentalEnvironmental

SocialSocial

HO

PE

OWNERSHIP-BASED

shared commitment and responsibility for � the identifying and understanding the nature of the

problem,� identification and generation of the required resources

(human, local and financial) and� development of proposed solution together with the

participants

Ownership elements (process and outcomes)

1. The women wrote the names of the crops. 2. They learned about of each of the crops.3. They assigned a score based on their own

criteria (situational analysis process)4. They tabulated the scores to compare and

select the most appropriate one for them.

“When I was first asked what crop to grow, I said maize. Maize is commonly grown here. But after the situational analysis, I decided to go for passion fruit. Because maize requires lots of labour but passion fruit is easy to take care of.”

HO

PE

PARTICIPATORY

values and facilitates engagement of the relevant stakeholders in designing, implementing, monitoring and evaluating the ESD initiative

In PARTNERSHIP

based on partnership between/among different stakeholders

Participation and Partnership ElementsH

OPE � “They share agricultural knowledge with me and I share

that of literacy – it is a both-ways learning.”

� A Memorandum of Understanding (MOU) betweentwo ministries: the Ministry of Agriculture and the Ministry of Education

EMPOWERING

• contributes to relevant individual and collective learning and greater confidence to act towards achieving the goals of the ESD initiative

Empowerment:Learning, confidence and identity

outcomes“They used to grow crops, but through this project, they became good decision-makers. This impact will remain for new generations.”

- Literacy class instructor

“Before joining the literacy class, my life was like that of a cow. I just did farming and ate whatever available grain blindly.

Now I am with confidence. I know what I am planting and why I am doing this.”

- Woman villagerHO

PE

HOPE Stories from the BansankongPrimary School, Thailand

HO

PE Photo by Bansankong School

CONTEXT of the stories from BansankongSchool, Thailand

• Near the Thai-Myanmar boarder• in a community of difficult situation with minority people

HO

PE 1. Illegal drugs abuse and drugs trafficking

2. Waste management3. Cultural preservation in young

generations4. Over-use of pesticide and insecticide5. Over-use of inorganic fertilizers6. Environmental and ecological

unfriendliness

7. Migrant Workers8. Dengue fever epidemic9. Low crop yields, and Poverty10. School dropoutEtc.

Photo by Bansankong School

Holistic elements

� Right of the children� 7 step approach – case study � based problem solving of local community issues � Academic as well as skill/attitude � achievement� Addressing the poverty situation of the students

EconomicEconomicEnvironmentalEnvironmental

SocialSocial

HO

PE

CulturalCultural

Ownership elements (process and outcomes)

“It’s practical and real.”- a student

Strong sense of social responsibility among partic ipants

“(parents) trust us completely with their children”- a teacher

HO

PE

Photo by Bansankong School

Participation and Partnership ElementsH

OPE

The school working together with community in:

•environment and ecological improvement,

•democracy fostering,

•student saving,

•good deed bank,

•renewable energy,

•cultural preservation and

•His Majesty the King’s Efficiency Economy programme (agricultural learning activities)

Photo by Bansankong School

Empowerment:Learning, confidence and identity

outcomes

“This is a pathway for helping teacher to move from traditional teacher to becoming a facilitator of learning.”- a staff, Ministry of Education

“Knowing that we have that right gives us the confidence to speak up and share our thoughts and opinions too .”

- a recent graduateHO

PE

Photo by Bansankong School

HOPE ElementsE

SD

Part

ners

hip

s

Local w

omen farm

ers Women Learners

Local Government

Officials

UNESCO Funder

Lite

racy

Fac

ilita

tor

Ministry of AgricultureStaff Member

Ministry of E

ducation

Project O

fficer

Evaluation C

onsultantHOPEHOPE

Applying the HOPE ESD FRAMEWORK ESD HOPE 枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると…

HOLISTIC

OWNERSHIP-BASED

PARTICIPATORY/

in PARTNERSHIP

EMPOWERING

Case Story 事例

H O P E

What are the elements of HOPE from each case story?

Any suggestions?

それぞれの事例のお話にみられるHOPEの要素の例は？もっとよくするアイデアは？

Examples

要素の例

Suggestions

アイデア

□Viet Nam ベトナム

□Japan- Okayama日本（岡山）

□Japan - Kesennnuma日本（気仙沼）

□Japan – Kokawa 日本（和歌山・粉河）

□Australia オーストラリア

□India インド

□Indonesia インドネシア

□Thailand タイ

SHARESHARE

DEEPENDEEPEN

REFLECTREFLECTFEFE--NFENFE

PARTNERSHIPPARTNERSHIP

ESDESD

CASE STORY TELLER HOPE REPORTER*(Critical Friend)

1. Okayama Thailand Team

2. Thailand Australia Team

3. Vietnam Kokawa, Japan Team

4. Australia India Team

5. Kesannuma Vietnam Team

6. Kokawa Indonesia Team

7. Indonesia Okayama, Japan Team

8. India Kesannuma, Japan Team

HOPE Reporter will use the PINK SHEET AND SUBMIT TO ROBBIE to help with the Synthesis of the Workshop.

Applying the HOPE ESD FRAMEWORK ESD HOPE 枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると…

HOLISTIC

OWNERSHIP-BASED

PARTICIPATORY/

in PARTNERSHIP

EMPOWERING

Case Story 事例

H O P E

What are the elements of HOPE from each case story?

Any suggestions?

それぞれの事例のお話にみられるHOPEの要素の例は？もっとよくするアイデアは？

Examples

要素の例

Suggestions

アイデア

□Viet Nam ベトナム

□Japan- Okayama日本（岡山）

□Japan - Kesennnuma日本（気仙沼）

□Japan – Kokawa 日本（和歌山・粉河）

□Australia オーストラリア

□India インド

□Indonesia インドネシア

□Thailand タイ

ONE INTERESTING ONE INTERESTING Example Example

ONE Suggestion ONE Suggestion for Improvementfor Improvement

SHARESHARE

DEEPENDEEPEN

REFLECTREFLECTFEFE--NFENFE

PARTNERSHIPPARTNERSHIP

ESDESD